Secondary schools are continually faced with the task of preparing students for a world that is more connected, advanced, and globalized than ever before. In order to adequately prepare students for their future, educators must provide them with strong reading and writing skills, as well as the ability to understand scientific concepts. The Handbook of Research on Science Literacy Integration in Classroom Environments is a pivotal reference source that provides vital research on the importance of cross-curriculum/discipline connections in improving student understanding and education. While highlighting topics such as curriculum integration, online learning, and instructional coaching, this publication explores practices in teaching students how to analyze and interpret data, as well as reading, writing, and speaking. This book is ideally designed for teachers, graduate-level students, academicians, instructional designers, administrators, and education researchers seeking current research on science literacy adoption in contemporary classrooms. / https://dc.etsu.edu/etsu_books/1192/thumbnail.jpg

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The purpose of this study was to determine the effect of teacher-paced versus self-paced instruction of critical thinking skills on the achievement of higher level thinking process and student attitudes in elementary students with a high, moderate, or low preference for teacher-structured learning.;Fifth grade students (n = 135) were randomly assigned to three groups in two elementary schools, two treatment and one control, using a random block design based on a high, moderate, or low preference of students for teacher-structured learning. Trained teachers, randomly assigned, instructed students in the treatment groups in the development of critical thinking skills. A seven-week program of instruction in verbal analogies, figural analogies, deductive thinking, and inductive thinking was conducted using a curriculum guide developed for the study which contained objectives, instructional strategies, scripted lesson plans, and instructional materials. Instruction in one treatment group was teacher-paced with the material presented, practiced, and corrected as a total class. Instruction in the second treatment group was self-paced where, after initial presentation, students proceeded at their own pace and corrected their own work. The control group did not receive instruction in critical thinking skills.;The major findings of the study were: (1) Students in the groups receiving instruction in critical thinking skills, both self-paced and teacher-paced, achieved significantly higher scores (p < 0.02) than the control group on measures most directly related to instruction, ability or intelligence and verbal analogy achievement. The direct teaching of the skills rather than the methodology was the significant factor in greater achievement. Scores on measures of critical thinking not directly related to the instructional program did not show significant differences between groups, suggesting no transfer occured in the ability to perform thinking tasks not specifically instructed. (2) Although there were indications that a preference for self-paced, self-structured learning resulted in higher achievement, the results were not statistically significant. A match between learning style preference and teaching methodology did not result in greater achievement. (3) Attitudes of students toward instruction of thinking skills were not affected significantly by teaching methodology nor by differing learning style preferences.

The number of culturally and linguistically diverse students at an urban elementary school in a southern state has greatly increased since the 2014-2016 school year. Corresponding low state achievement test scores have also been observed for English language learners (ELLs). The purpose of this study was to investigate the instructional strategies that general education teachers implement in their classrooms to support the academic needs of ELLs and teachers perceptions of their own abilities to instruct ELLs. The conceptual framework for this study was Bandura's theory of self-efficacy. The case study research design included interviews and observations with a sample of 10 general education teachers at the school in grades 1-5 who had ELL students in their general education classrooms. The data were transcribed, coded, and analyzed for emerging themes which included the following; teachers' beliefs in their abilities to support ELLs, their educational background, their professional development (PD) and training, their perceptions of English as a language barrier, their lack of ESL instructional resources, and their beliefs about an appropriate education and positive classroom environment. Based on the findings of this doctoral project study, a PD program was created to increase teachers' knowledge, skills and perceived competence for teaching ELLs. The study has implications for positive social change which includes a PD program for general education teachers to increase their knowledge, skills and confidence about teaching ELLs that might enhance students' learning and achievement

In a small but diverse suburban school district, the gap in mathematics performance between economically disadvantaged and economically nondisadvantaged students was slowly widening as evidenced by state test scores. The purpose and key research questions of this instrumental case study were designed to (a) identify what Grades 6, 7 and 8 mathematics teachers perceive the role socioeconomic status plays in ability to learn mathematics and to (b) understand what teachers believe affects their perceptions of students' ability to learn mathematics. The conceptual framework guiding this study was social reproduction theory. The nine participants were middle school (i.e., Grades 6, 7 and 8) mathematics teachers from a small, diverse, suburban school district. Data were gathered through semistructured interviews; publicly available aggregated demographic data; and a reflective journal used to assist in identifying themes, patterns, and any questions that were encountered during data analysis. The identified themes of academic performance, communication, expected student characteristics, personal experiences and influences on perceptions, preparation to teach low SES students, and student support were used to better understand how teacher perceptions affect mathematics instruction and student success. A position paper outlining a course of action intended to increase teachers' understanding of the needs of students from low socioeconomic backgrounds, and how to meet those needs, was created for presentation to the district leadership. The project study findings positively affect social change by identifying areas where professional development and focused instruction in teacher preparation programs on the unique needs of students from low socioeconomic backgrounds are needed in the local district.

The purpose of this study was to investigate the effects of cross-age peer writing response groups on the writing and reading achievement of third and fourth grade students. Students' attitudes about writing and their perceptions of themselves as writers were also measured at the end of the study. One hundred and twenty-two third arid fourth grade students enrolled in a public school in a middle-class, mulit-cultural neighborhood participated in the study. Four existing classes of students were randomly assigned to either the experimental condition (EC) or the control condition (CC). Both groups were pretested and posttested for writing and reading achievement. The intervention, cross-age peer writing groups, met for eleven weeks. Three hypotheses were examined in this study: (a) writing improvement score, (b) reading comprehension improvement score, and (c) students' attitudes toward writing and their perception of themselves as writers based on the five scales measured on the Writer Self-Perception Scale. ANOVAs were done on the pretests and posttests for writing and the Stanford Achievement Test reading comprehension subtest scores for the year of the study and the previous year. ANOVAs were also done for the five areas of the Writer Self-Perception Scale. Crosstabulations were also used to compare improvement level verses treatment group, and grade level. Analysis of the data revealed that there was no evidence that the tutoring (EC) groups made more progress than the non-tutoring (CC) groups in writing and reading. There was evidence of growth in writing, especially by the fourth graders. Most importantly, the fourth grade tutors, the experimental group, had the most positive feelings about writing and themselves as writers.

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The purpose of this study is to provide empirical data that reports the association between students? personality type preferences as understood by the Myers-Briggs Type Indicator (MBTI) personality profile and their achievement and perception of satisfaction in web-based learning environments. Data were collected from two graduate level courses offered entirely online using the WebCT learning management system during one semester. The data of interest were extracted from the course information; MBTI profile (learning style), numeric end of course grade (performance), course evaluation (used for satisfaction indicator). The demographic subject profile information such as gender, ethnicity, and age were extracted from the MBTI profile database collection. Data analysis and generation were done using SAS software. For the given sample, the data show the MBTI scale preference for Thinking-Feeling make a statistically significant difference in the satisfaction ratings of Learner-to-Learner and Learner-to-Content interactions within Web-based instructed (WBI) courses. Students with MBTI preference for Feeling rated their satisfaction with Learner-to-Learner and Learner-to-Content interactions in the WBI courses higher than those with Thinking preference. Satisfaction with Learner-to-Instructor interaction was not related to MBTI preference, but was statistically significantly different by age range. MBTI preference, age and gender did not make a difference in achievement as measured by end of course grade in the WBI courses. These findings suggests Web-based instruction should ensure effective methods and strategies are used to accommodate student learning preference with regard to course interactions.